Form #008a, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Elements: Knowledge of content and the structure of the discipline * Knowledge of prerequisite relationships * Knowledge of content-related pedagogy
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Knowledge of
content and the
structure of the
discipline
In planning and practice,
teacher makes content
errors or does not correct
content errors students
make.
Teacher is familiar with the
important concepts in the
discipline but may display
lack of awareness of how
these concepts relate to one
another.
Teacher displays solid
knowledge of the important
concepts in the discipline
and how these relate to one
another.
Teacher displays extensive
knowledge of the important
concepts in the discipline
and how these relate both to
one another and to other
disciplines.
Teacher’s plans and
practice display little
understanding of
prerequisite relationships
important to student
learning of the content.
Teacher’s plans and practice
indicate some awareness of
prerequisite relationships,
although such knowledge
may be inaccurate or
incomplete.
Teacher’s plans and
practices reflect accurate
understanding of
prerequisite relationships
among topics and concepts.
Teacher’s plans and
practices reflect
understanding of
prerequisite relationships
among topics and concepts
and a link to necessary
cognitive structures by
students to ensure
understanding.
Teacher displays little or
no understanding of the
range pedagogical
approaches suitable to
student learning of the
content.
Teacher’s plans and practice
reflect a limited range of
pedagogical approaches or
some approaches that are
not suitable to the discipline
or to the students.
Teacher’s plans and
practices reflect familiarity
with a wide range of effective
pedagogical approaches in
the discipline.
Teacher’s plans and
practices reflect familiarity
with a wide range of effective
pedagogical approaches in
the discipline, anticipating
student misconceptions.
Knowledge of
prerequisite
relationships
Knowledge of
content-related
pedagogy
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
Form #008a, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Elements: Knowledge of content and the structure of the discipline * Knowledge of prerequisite relationships * Knowledge of content-related pedagogy
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
Knowledge of
content and the
structure of the
discipline
Knowledge of
prerequisite
relationships
Knowledge of
content-related
pedagogy
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
DISTINGUISHED
Form #008b, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1b: Demonstrating Knowledge of Students
Elements: Knowledge of child and adolescent development * Knowledge of learning process * Knowledge of students’ skills, knowledge, and language
proficiency * Knowledge of students’ interests and cultural heritage* Knowledge of students’ special needs
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Knowledge of child
and adolescent
development
Teacher displays little or no
knowledge of the
developmental
characteristics of the age
group.
Teacher displays partial
knowledge of the
developmental characteristics
of the age group.
Teacher displays accurate
understanding of the typical
developmental characteristics
of the age group, as well as
exceptions to the general
patterns.
Knowledge of the
learning process
Teacher sees no value in
understanding how
students learn and does not
seek such information.
Teacher recognizes the value
of knowing how students learn,
but this knowledge is limited or
outdated.
Teacher’s knowledge of how
students learn is accurate
and current. Teacher applies
this knowledge to the class as
a whole and to groups of
students.
In addition to accurate knowledge of
the typical developmental
characteristics of the age group and
exceptions to the general patterns,
teacher displays knowledge of the
extent to which individual students
follow the general patterns.
Teacher displays extensive and
subtle understanding of how
students learn and applies this
knowledge to individual students.
Knowledge of
student’s skills,
knowledge, and
language proficiency
Teacher displays little or no
knowledge of students’
skills, knowledge, and
language proficiency and
does not indicate that such
knowledge is valuable.
Teacher recognizes the value
of understanding students’
skills, knowledge, and language
proficiency but displays this
knowledge only for the class as
a whole.
Teacher recognizes the value
of understanding students’
skills, knowledge, and
language proficiency and
displays this knowledge for
groups of students.
Teacher displays understanding of
individual students’ skills,
knowledge, and language
proficiency and has a strategy for
maintaining such information.
Teacher displays little or no
knowledge of students’
interests or cultural heritage
and does not indicate that
such knowledge is
valuable.
Teacher recognizes the value
of understanding students’
interests or cultural heritage but
displays this knowledge only for
the class as a whole.
Teacher recognizes the value
of understanding students’
interests and cultural heritage
and displays this knowledge
for groups of students.
Teacher recognizes the value of
understanding students’ interests
and cultural heritage and displays
this knowledge for individual
students.
Teacher displays little or no
understanding of students’
special learning or medical
needs or why such
knowledge is important.
Teacher displays awareness of
the importance of knowing
students’ special learning or
medical needs, but such
knowledge may be incomplete
or inaccurate.
Teacher is aware of students’
special learning and medical
needs.
Teacher possesses information
about each student’s learning and
medical needs, collecting such
information from a variety of
sources.
Knowledge of
students’ interests
and cultural heritage
Knowledge of
students’ special
needs
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
Form #008b, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1b: Demonstrating Knowledge of Students
Elements: Knowledge of child and adolescent development * Knowledge of learning process * Knowledge of students’ skills, knowledge, and language
proficiency * Knowledge of students’ interests and cultural heritage* Knowledge of students’ special needs
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
Knowledge of child
and adolescent
development
Knowledge of the
learning process
Knowledge of
student’s skills,
knowledge, and
language
proficiency
Knowledge of
students’ interests
and cultural
heritage
Knowledge of
students’ special
needs
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
DISTINGUISHED
Form #008c, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1c: Setting Instructional Outcomes
Elements: Value, sequence, and alignment * Clarity * Balance * Suitability for diverse learners
LEVEL OF PERFORMANCE
ELEMENT
Value, sequence,
and alignment
Clarity
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Outcomes represent low
expectations for students
and lack of rigor. They do
not reflect important learning
in the discipline or a
connection to a sequence of
learning.
Outcomes represent
moderately high
expectations and rigor.
Some reflect important
learning in the discipline
and at least some
connection to a sequence
of learning.
Outcomes are only
moderately clear or consist
of combination of
outcomes and activities.
Some outcomes do not
permit viable methods of
assessment.
Outcomes reflect several
types of learning, but
teacher had made no
attempt at coordination or
integration.
Most outcomes represent
high expectations and rigor
and important learning in the
discipline. They are
connected to a sequence of
learning.
All outcomes represent high
expectations and rigor and
important learning in the
discipline. They are
connected to a sequence of
learning both in the discipline
and in related disciplines.
All the instructional
outcomes are clear, written
in the form of student
learning. Most suggest
viable methods of
assessment.
All the outcomes are clear,
written in the form of student
learning, and permit viable
methods of assessment.
Outcomes reflect several
different types of learning
and opportunities for
coordination.
Where appropriate,
outcomes reflect several
different types of learning
and opportunities for both
coordination and integration.
Most of the outcomes are
suitable for most of the
students in the class based
on global assessments of
student learning.
Most of the outcomes are
suitable for all students in
the class and are based on
evidence of student
proficiency. However, the
needs of some individual
students may not be
accommodated.
Outcomes are based on a
comprehensive assessment
of student learning and take
into account the varying
needs of individual students
or groups.
Outcomes are either not
clear or are stated as
activities, not as student
learning. Outcomes do not
permit viable methods of
assessment.
Balance
Outcomes reflect only one
type of learning and only one
discipline or strand.
Suitability for
diverse learners
Outcomes are not suitable
for the class or are not
based on any assessment of
student needs.
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
Form #008c, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1c: Setting Instructional Outcomes
Elements: Value, sequence, and alignment * Clarity * Balance * Suitability for diverse learners
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
Value, sequence,
and alignment
Clarity
Balance
Suitability for
diverse learners
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
DISTINGUISHED
Form #008d, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1d: Demonstrating Knowledge of Resources
Elements: Resources for classroom use * Resources to extend content knowledge and pedagogy * Resources for students
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Resources for
classroom use
Teacher is unaware of
resources for classroom
use available through the
school or district.
Teacher displays awareness
of resources available for
classroom use through the
school or district but no
knowledge of resources
available more broadly.
Teacher displays awareness
of resources available for
classroom use through the
school or district and some
familiarity with resources
external to the school and on
the Internet.
Teacher’s knowledge of
resources for classroom use
is extensive, including those
available through the school
or district, in the community,
through professional
organizations and
universities, and on the
Internet.
Resources to
extend content
knowledge and
pedagogy
Teacher is unaware of
resources to enhance
content and pedagogical
knowledge available
through the school or
district.
Teacher displays awareness
of resources to enhance
content and pedagogical
knowledge available through
the school or district but no
knowledge of resources
available more broadly.
Teacher displays awareness
of resources to enhance
content and pedagogical
knowledge available through
the school or district and
some familiarity with
resources external to the
school and on the internet.
Teacher’s knowledge of
resources to enhance
content and pedagogical
knowledge is extensive,
including those available
through the school or district,
in the community, through
professional organizations
and universities, and on the
Internet.
Resources for
students
Teacher is unaware of
resources for students
available through the
school or district.
Teacher displays awareness
of resources for students
available through the school
or district but no knowledge
of resources available more
broadly.
Teacher displays awareness
of resources for students
available through the school
or district and some
familiarity with resources
external to the school and on
the Internet.
Teacher’s knowledge of
resources for students is
extensive, including those
available through the school
or district, in the community,
and on the Internet.
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
Form #008d, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1d: Demonstrating Knowledge of Resources
Elements: Resources for classroom use * Resources to extend content knowledge and pedagogy * Resources for students
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
Resources for
classroom use
Resources to
extend content
knowledge and
pedagogy
Resources for
students
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
DISTINGUISHED
Form #008e, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1e: Designing Coherent Instruction
Elements: Learning activities * Instructional materials and resources * Instructional groups * Lesson and unit structure
LEVEL OF PERFORMANCE
ELEMENT
Learning activities
Instructional
materials and
resources
Instructional
groups
Lesson and unit
structure
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Learning activities are not
suitable to students or
instructional outcomes and
are not designed to engage
students in active intellectual
activity.
Only some of the learning
activities are suitable to
students or instructional
outcomes. Some represent
a moderate cognitive
challenge, but with no
differentiation for different
students.
Some of the materials and
resources are suitable to
students, support the
instructional outcomes, and
engage students in
meaningful learning.
All of the learning activities
are suitable to students or to
the instructional outcomes,
and most represent
significant cognitive
challenge, with some
differentiation for different
groups of students.
All of the materials and
resources are suitable to
students, support the
instructional outcomes, and
are designed to engage
students in meaningful
learning.
Instructional groups partially
support the instructional
outcomes, with an effort at
providing some variety.
Instructional groups are
varied as appropriate to the
students and the different
instructional outcomes.
Learning activities are highly
suitable to diverse learners and
support the instructional
outcomes. They are designed to
engage students in high-level
cognitive activity and are
differentiated, as appropriate,
for individual learners.
All of the materials and
resources are suitable to
students, support the
instructional outcomes, and are
designed to engage students in
meaningful learning. There is
evidence or appropriate use of
technology and of student
participation in selecting or
adapting materials.
Instructional groups are varied
as appropriate to the students
and the different instructional
outcomes. There is evidence of
student choice in selecting
different patterns of instructional
groups.
The lesson’s or unit’s structure
is clear and allows for different
pathways according to student
needs. The progression of
activities is highly coherent.
Materials and resources are
not suitable for students and
do not support the
instructional outcomes or
engage students in
meaningful learning.
Instructional groups do not
support the instructional
outcomes and offer no variety
The lesson or unit has no
clearly defined structure, or
the structure is chaotic.
Activities do not follow an
organized progression, and
time allocations are
unrealistic.
The lesson or unit has a
The lesson or unit has a
recognizable structure,
clearly defined structure
although the structure is not around which activities are
uniformly maintained
organized. Progression of
throughout. Progression of
activities is even, with
activities is uneven, with
reasonable time allocations.
most time allocations
reasonable.
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
Form #008e, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1e: Designing Coherent Instruction
Elements: Learning activities * Instructional materials and resources * Instructional groups * Lesson and unit structure
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
Learning activities
Instructional
materials and
resources
Instructional
groups
Lesson and unit
structure
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
DISTINGUISHED
Form #008f, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1f: Designing Student Assessments
Elements: Congruence with instructional outcomes * Criteria and standards * Design formative assessments * Use for planning
LEVEL OF PERFORMANCE
ELEMENT
Congruence with
instructional
outcomes
Criteria and
standards
Design of formative
assessments
Use for planning
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Assessment procedures
are not congruent with
instructional outcomes.
Some of the instructional
outcomes are assessed
through the proposed
approach, but many are not.
All the instructional
outcomes are assessed
through the approach to
assessment; assessment
methodologies may have
been adapted for groups of
students.
Proposed approach to
assessment is fully aligned
with the instructional
outcomes in both content
and process. Assessment
methodologies have been
adapted for individual
students, as needed.
Proposed approach
contains no clear criteria or
standards.
Assessment criteria and
standards have been
developed, but they are not
clear.
Assessment criteria and
standards are clear.
Assessment criteria and
standards are clear; there is
evidence that the students
contributed to their
development.
Teacher has no plan to
incorporate formative
assessment in the lesson
or unit.
Approach to the use of
formative assessment is
rudimentary, including only
some of the instructional
outcomes.
Teacher has a welldeveloped strategy to using
formative assessment and
has designed particular
approaches to be used.
Approach to using formative
assessment is well designed
and includes students as
well as teacher use of the
assessment information.
Teacher has no plans to
use assessment results in
designing future
instruction.
Teacher plans to use
assessment results to plan
for future instruction for the
class as a whole.
Teacher plans to use
assessment results to plan
for future instruction for
groups of students.
Teacher plans to use
assessment results to plan
future instruction for
individual students.
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
Form #008f, updated 5/22/08
DOMAIN 1: PLANNING AND PREPARATION
Component 1f: Designing Student Assessments
Elements: Congruence with instructional outcomes * Criteria and standards * Design formative assessments * Use for planning
LEVEL OF PERFORMANCE
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
Congruence with
instructional
outcomes
Criteria and
standards
Design of formative
assessments
Use for planning
Enhancing Professional Practice: A Framework for Teaching
C. Danielson
DISTINGUISHED